Bill 2 and the Rights of Educators
Yesterday morning I wrote to the members of the Legislative Assembly of Alberta regarding their passing of Bill 2. If you are so included, please feel free to cut and paste this into your own letter. Email addresses of Alberta MLS can be downloaded here (linked to assembly.ab.ca) as a .CSV - this format will open in Excel or Numbers.
Dear Honourable Members of the Legislative Assembly of Alberta,
I write to you as a citizen who believes deeply in public education, democratic process, and the dignity of the people who teach our children. I am compelled to respond to your passage of Bill 2 and the way in which it has been used to override the rights of the educators of this province, and by extension the rights of every citizen in Alberta.
Like many parents, I’m relieved that children are back in school. But I am appalled by the means used to achieve that outcome. Invoking the notwithstanding clause to force teachers back to work is not leadership—it is coercion. It undermines both the collective rights of educators and the spirit of collaboration that should define our education system.
It is appalling that the government has resorted to silencing professional educators who have for years raised alarms about classroom conditions, funding shortfalls, and untenable workloads. I reject the idea that progress in our schools means stripping rights rather than listening, engaging, and collaborating.
When teachers feel compelled to strike, it is not just a labour dispute—it is a warning signal that the system itself is faltering. You cannot claim to champion education while undermining the institutional trust and professional respect that the teaching profession deserves. This action risks not only the morale of teachers but the futures of the students they serve.
You have chosen a path of imposition rather than dialogue. I urge you to reconsider that choice. Respect the voices of the educators, restore meaningful bargaining, and demonstrate with your actions that you believe in the systemic strength of our public education system—not merely in rhetoric.
If indeed you are serious about strengthening Alberta’s schools, show it by investing in decent class sizes, supporting schools with adequate resources, and honouring the professional educators who daily commit to caring for young minds. Otherwise, we risk a pretend solution masquerading as a fix when in fact it may deepen cynicism, disengagement, and the degradation of public service.
You hold the power—and the responsibility—to choose how this chapter ends. I urge you to use that power wisely: with respect, with vision, with partnership—and with the long game in mind for public education in this province.
Sincerely,
Matthew Dance
